This is the easiest place to find your class information, times, location and course delivery mode. To see your active classes, follow these steps.

1. Begin at the home page
2. Click on Faculty and Continuing Studies Instructors
3. Click into each course to see your class roster and waitlist
4. Print or email your class list from the Roster tab

All faculty are required to submit a course outline to Academic Affairs. Course outlines give students a clear overview of work they can expect to do in your class.

Need guidance? Many questions about teaching at ECU can be answered by either the Academic Affairs Office or the Teaching and Learning Centre.

• For program-specific information, start with your Dean, Associate Dean or Dean’s Assistant. Find contact information here.
• For in-room presentation systems and video-conferencing support for online and hybrid classes, contact Collaborative Technology Support (CTS).
• For resources for faculty, your Collective Agreement and information about funds available to you as an instructor, contact the Faculty Association.
• For help pulling or purchasing books and media, scheduling workshops or creating class resources, contact the Library.
• For help planning assignments, scheduling shop and studio time, workshops and demos, contact the Shop, Studio and Lab Technicians.
• To book exhibition and critique spaces outside your classroom, contact Exhibitions + Galleries.
• For help with reading, research and writing assignment design, scheduling workshops, or support with plagiarism cases, contact The Writing Centre.

Refer to our handy resources below for more details:

There are not many rules for what to do in your first class. The only university requirement is to record attendance at the first class for the purposes of managing waitlisted students.

After the first class, you will need to email Academic Advising with the names of waitlisted students who attended your class.

You will need to spend time in the first class explaining the course outline [LINK TO UNIVERSITY POLICIES > Policy 4.4], which is a great opportunity to draw students’ attention to important dates and assignments as well as any course expectations.

The first class is also a good opportunity to assess student expectations and needs: having students complete an informal “what I hope to learn in this class” type of assignment can provide you with valuable information that you can use to plan subsequent classes.

Building in time for some icebreakers or other community-building activities is really helpful in the first few classes. These can sometimes feel like they take time away from more important course content, but research clearly demonstrates that strong in-class relationships result in better learning outcomes. One popular community-building exercise is the creation of a group agreement that governs how people agree to behave with one another in the class.

Finally, the first class is an opportunity to invite students with accommodation needs to contact you either after class or via email.

Students who aren’t showing up to class, aren’t handing in work or are not replying to your emails can benefit from an Academic Check-in message, which you can send via the Support Messaging System. Find out more about the Support Messaging System at Student Accessibility + Support.

Unlike email, support messages are monitored by the Student Resource Coordinator who may see patterns in a student’s behaviour that individual instructors can’t see (for example, not handing in work across several classes). Many faculty start with regular email communication but switch to the Support Messaging System if a concern persists or escalates.

Instructors who discover cases of academic misconduct, including misuse of Generative AI in assignments, can use this resource on Cheating + Plagiarism to determine an appropriate response. Learn more about the use of AI in the classroom here.

In a nutshell, minor cases of academic misconduct can be dealt with by the instructor alone, while more serious cases must be escalated to the Dean. In all cases, instructors should document their conversations with students and any next steps using an Academic Check-in message via the Support Messaging System.

The Writing Centre is available as a resource for both faculty and students for consultations about academic misconduct.

Students exhibiting emotional distress, either in class or in private meetings or communications with you, can be sent a Request for Support message via the Support Messaging System. The Student Resource Coordinator reaches out to every student who receives a request for support.

Bullying, harassment and discrimination are not tolerated at ECU, including in the classroom. If you experience bullying from students or witness bullying between students, you can request support from ECU’s Program Manager, Violence Reduction + Incident Response, Sue Dorey.

This Incident Reporting resource was developed for students but also provides useful information for faculty, including the academic policies governing violence and bullying prevention on campus.

In in-person delivery, learning happens in-person, usually on campus.

In-person classes are delivered at the time and location listed in the course schedule. Instructors have the discretion to deliver some class activities, assignments and/or communication online, but the significant majority (>80%) of class delivery will take place in person.

Students are expected to attend all scheduled classes and activities in person throughout the semester.

In online synchronous delivery, learning happens online, all together in real-time.

Online-synchronous classes are delivered fully online during scheduled class times via real-time video-conferencing on Teams or live chat.

Students are expected to attend all class meetings at the scheduled class time(s) each week, but there is no expectation to be physically present on campus for online-synchronous classes.

Students taking online-synchronous classes need to have the technology and Internet-capabilities to attend online class meetings in real time and be prepared to participate actively in those meetings.

In online asynchronous delivery, learning happens online, with no real-time interaction required.

Online asynchronous classes are delivered fully online and do not require real-time interaction between instructor and students. Course activities may include completing various activities each week, such as watching pre-recorded video lectures or demos, reading assigned texts, participating in online discussion forums or completing online quizzes.

While students do not attend a scheduled weekly class session, they are expected to progress in their coursework according to dates and deadlines set by the instructor. The instructor may schedule synchronous activities at their discretion and according to student availability, such as 1-on-1 or small group meetings.

Students taking online asynchronous classes are not required to be physically present on campus or attend classes at regularly scheduled times, but they do need to participate actively in the course site to meet deadlines and achieve course learning outcomes.

In hybrid delivery, learning happens through a combination of online and in-person class meetings.

Hybrid classes are delivered using a combination of in-person and online meetings and activities, with anywhere from 25-75% of course meetings scheduled online.

The type of course meeting for each week will be scheduled in advance and expectations will be clearly communicated to students in the course outline and/or course Moodle site.

Students are expected to be physically present on campus for all designated in-person meetings and activities and have the technology and Internet-capabilities to participate for all designated online class meetings or activities. Students can expect to participate actively in both in-person and online class meetings.